GCPE NEWSLETTER #115 – NOVEMBER 2014
The Global Campaign for Peace Education (GCPE) e-newsletter provides a monthly bulletin of news, events, action alerts and reports of peace education activities and developments from around the world. You can sign-up to receive the newsletter and review back issues online. **Please add this email address to your “safe sender” list to assure it arrives safely in your inbox. Is English not your first language? The GCPE Newsletter is available in many languages online! Click here to read the newsletter on the web where you can choose your own language from the “select language” menu found in the upper right-hand corner.
Creating Spaces for Emerging Peacebuilders at the Community College Level
Questioning the dominant paradigm of thinking that has shaped the reality that we live in offers a powerful opportunity. When I zoom outside of my own reality, I recognize the myriad dichotomies that have shaped my positionality within these socially constructed boundaries. The dichotomy of peace and war is one duality that if given space and time to explore can inhabit discussions around everything in between: nonviolence, social justice, human rights, conflict transformation, sustainability and so much more. What would emerge if additional academic environments were available to consider what possibilities might be imagined between and beyond the false binary of peace and war? Would future peacebuilders discover a world that is neither utopian in nature nor bellicose in spirit? As a peace and human rights educator, I was invited to delve into similar questions through my role of co-creating a new Peace Studies (1) Associate degree at San Diego City College (SDCC), a community college that serves an estimated 16,000 students in southern California (Fact Book: City College, 2014). This experience allowed us to sow seeds of institutional change to advance a curriculum steeped in critical pedagogy to explore foundational concepts in Peace Studies and awaken our collective moral imagination to surpass our existing understanding of war and peace (Lederach, 2005). (2)
The germination of these seeds has resulted in two crucial accomplishments. The first is the creation of the only approved Peace Studies Associate Degree in California. The second is that Peace Studies is now a recognized discipline as authorized by the California Academic Senate for Community Colleges. According to research conducted by David Smith, author of Peacebuilding in Community Colleges (2013), SDCC is one of twenty-one campuses in the United States with a similar program. As Smith points out, there are close to 1,200 community colleges in this country. With almost ten percent of those colleges housed in the state of California, these achievements could serve as a viable path for other colleges to institute a similar initiative. To this end, I offer a brief summary of the process we took at SDCC and a summary of a recent visioning exercise that took place at the 2014 Peace and Justice Studies Association (PJSA) conference. The following steps highlight how we gained campus, district and statewide support for our Peace Studies Associate Degree.
Step 1: Create an interdisciplinary Peace Studies Curriculum Advisory Committee.
Our team represented faculty from an Anthropological, Philosophical, Biological, Literary, and Peace Studies perspective. In 2001, the faculty initiated the development of this program and drew on the strength of an inter-departmental curriculum committee to establish institutional alliances among other faculty, administrators, and students on campus. In addition to creating the foundation for an authentically interdisciplinary program, our committee members supported this budding initiative during critical budget cuts. This unified voice was supported by the former campus President and resulted in a multilevel effort to launch the program.
Step 2: Survey existing courses at four-year institutions of higher education and community college campuses.
This process offers multiple outcomes including the establishment of sound curriculum, the creation of a network of peace educators, and a survey of where similar courses might articulate into four-year academic institutions. Articulation is vital to the success of a newly developed program at a community college. Our curriculum committee was advised that 80% of the courses in our proposed major should articulate with at least three four-year institutions. While all of the abovementioned outcomes are equally valued, the last point regarding articulation requires more discussion among educators in higher education to collaborate on the development of rising Peace Studies programs at the community college level.
The committee carefully considered existing courses and researched our own disciplines to engage in rich discussions about what would be included and what would be articulated. The campus curriculum committee advised us that the course focused on environmental sustainability was more appropriate as an upper division level and belonged to the four-year institutions. This led the committee to ask the critical question of what structural blockages exist in originating new and innovative curriculum as a community college. Infusing issues of ecology, sustainability, and environmental ethics was crucial to our committee and when this course was criticized based upon the premise that it may not articulate, we were faced with a difficult decision. Do we follow the academic trends of our receiving institutions or do we generate opportunities for our students to engage in relevant content? This conversation deserves more attention and is a area of exploration in connecting four-year institutions to community colleges to create more transfer pipelines and engage in a deeper pedagogical inquiry about generating new curriculum in higher education.
Step 3: Institutionalize the program, courses and the discipline.
Each semester our committee was presented with frightening statistics of classes being cut and concerns that our program might be scaled back. Our committee took great lengths at promoting our program among our student body, within our community, our campus and our state. However, a paradoxical issue arose that further threatened our program. According to some interpretations, one with a Masters Degree in Peace Studies was not eligible to teach Peace Studies due to the fact that it was not a recognized discipline as determined by the Academic Senate for California Community Colleges. In order to remedy this issue, our committee proposed a resolution in 2010 and in 2012 to the Academic Senate to have Peace Studies added to the discipline list to avoid further confusion. After the initial proposal was denied in 2010, we revised and resubmitted our proposal and received overwhelming support that resulted in the approval of the discipline in April of 2013.
Step 4: Create a preferred future for the Peace Studies program at SDCC
Drawing from the work of Elise Boulding, a visioning workshop was presented at the 2014 PJSA conference to identify how the degree program could be expanded, further institutionalized, and duplicated. The visioning exercise was co-facilitated to address limitations and invite new recommendations for Peace Studies programming in California. The visioning exercise was organized around the following inquiry: What strategies can be used to increase awareness and build community to strengthen Peace Studies programming within higher education in California? Participants brainstormed ideas in small groups using the backcasting model to “create a preferred image of the state of Peace Studies at the college level in California in 2050” (Bodinet & Zanoni, 2014). The conversations resulted in ideas that included, 1) the need to institutionalize Peace Studies within formal schooling in the United States from kindergarten through to the collegiate level, 2) the recommendation to gain support on a national, state, and district wide policy level to recognize Peace Studies as a viable and necessary component to our educational system (3), and 3) the desire to integrate topics related to Peace Studies within existing disciplines in the formal educational system in the United States. Indeed, this is just the beginning of a larger conversation that we wish to open up to all stakeholders invested in creating educational spaces where our minds and hearts are opened to invite social action toward transformation to consider a world where sustainable positive peace is possible.
(1) For the purpose of this article, Peace Studies is the discipline referred to throughout and encompasses all related programs within the umbrella of Peace and Conflict Studies.
– Bodinet, J. & Zanoni, K. (2014). “Institutionalizing Peace Studies at San Diego Community College”. Workshop at the Peace and Justice Studies Association Conference on “Courageous Presence”, San Diego, CA.
About the Author:
Katie Zanoni served as the Peace Studies Curriculum Advisory Chair at San Diego City College from 2007-2013 and is currently pursuing a doctorate degree at the University of San Francisco in International and Multicultural Education with a concentration in Human Rights Education. For more information about the SDCC Peace Studies program or to join the conversation to envision the further institutionalization of Peace Studies in formal educational settings at the Community College, please contact Katiezanoni@gmail.com.
Portions of this article appeared in the Peace and Justice Studies Association Newsletter (Winter 2014) under the title, “Community Colleges: A Home for Future Peacebuilders” by Katie Zanoni and were edited and updated for this publication.
by Caroline Fidan Tyler Doenmez
A recent report on forced labor in the cotton fields of Uzbekistan illuminates a major human rights issue in the present world economy and recalls the conditions which two centuries ago came to be seen as a grievous shame upon human society. The shame led many nations to abolish serfdom, slavery and bonded labor. The beliefs that human beings should never be claimed as property, that their labor should be justly compensated and freely chosen became core principles of the international standards of the emerging global community.
Yet slavery in multiple forms persists as a major obstacle to the pursuit of the realization of universal human rights. One form of modern slavery that has inspired outrage and action among feminist human rights and peace advocates is sexual slavery and the human trafficking through which it is made possible. Particular concerns of these advocates are the sexual slavery and human trafficking recognized among the multiple forms of military violence against women. (See Statement on Military Violence against Women) They seek not only means to free enslaved women, but also to bring to justice those who have enslaved, exploited and abused them.
Among the advocates are peace educators who address these crimes in their courses and in the activities of civil society. This newsletter provides materials for studies leading to action in pursuit of legal criminal accountability of the perpetrators. The research on this topic conducted by Caroline Doenmez posted with this issue of the GCPE Newsletter is one such material. Others have been previously posted and will follow with future issues. Readers may reference the paper here.
International Song Contest Against Gun Violence
Spend less on arms, more on schools, says Nobel laureate Satyarthi
UNESCO head Irina Bokova: The Nobel Prize is especially important today with 58 million children out of school
6 Teachable Lessons From 2014 Nobel Peace Prize Winners
Building Peace Through Education In Pakistan
United Movement to End Child Soldiering Reaches Major Milestones with Sponsored War-Affected Student Graduations
Reflections on Transformative Education: Toward Peace Learning Systems
Peace and Education: The Role of Peace Studies in a War Torn Environment
Nigeria: National Open University of Nigeria VC Challenges Academia On Nigeria’s Problems
Kakuma Project Seeks to Enhance Education Opportunities (Kenya)
A Path to Dignity: The Power of Human Rights Education
Armene Modi: Empowering Young Women Through Education in Rural India
Reflecting on Peace Education with “Somos CaPAZes” (Colombia)
Education Above All Launches Multi-Sector Education Project in Kenyan Refugee Camp
Peace Counts Academy, 21-25th October 2014, Pinewood,Shillong, Meghalaya, India
Soccer with a twist to promote peace (Shillong, India)
Peace Channel hosts event “Inspiring Change Towards a Violence Free World” (Nagaland, India)
Ifugao undertakes peace advocacy campaign (Philippines)
Peace Education is the Lasting Solution to our Problems (Nagaland, India)
Please note that only newly submitted events will contain a full description. All events & conferences that have been previously published in the newsletter will be listed by date with a link to follow for more information.
International Institute on Peace Education 2015. The University of Toledo – Toledo, Ohio USA (July 26 – August 2, 2015)
Call for papers – 2nd International Conference on Gender, Peace, Education and Development – Vivek College of Education, Bijnor, India (November 29-30, 2014)
Call for papers – 5th International Human Rights Education Conference on the theme, “Advancing UNiversal Human Rights Culture” – American University, Washington, DC, USA (December 4-6, 2014)
Call for Papers – Peace as a Global Language Conference (PGL 2014) on the theme: “Conflict Management: Peace in the Community” – Kobe Gakuin University, Japan (December 6-7, 2014)
Call for Proposals – 5th International Conference on “Livelihoods, Sustainability, and Conflict” – Kennesaw State University, Kennesaw, GA, USA (April 17-18, 2015)
22nd EUROCLIO Annual Conference: focus on roles and conducting of democracy in History Education – Elsinore, Denmark (April 20-25, 2015)
Call for Papers – International Congress on Communication, Civil Society and Social Change: V Forum Education, Communication and Citizenship; XX years of the Master in International Studies in Peace, Conflicts and Development – University Jaume I (UJI) of Castellón, Spain (May 20-22, 2015)
Women and Peacebuilding – Canadian Mennonite University, Winnipeg, Canada (June 15-19, 2015)
Youth Voices and Peace Activism – Canadian Mennonite University, Winnipeg, Canada (June 15-19, 2015)
Human Rights and Peace – Canadian Mennonite University, Winnipeg, Canada (June 15-19, 2015)
Pathways to Resilience III: Beyond Nature vs. Nurture? Halifax, Nova Scotia, Canada (June 16-19, 2015)
Train the Trainer: Working for Conflict Transformation – Canadian Mennonite University, Winnipeg, Canada (June 22-26, 2015)
Friendship and Peace: The Blackfoot Way – Canadian Mennonite University, Winnipeg, Canada (June 22-26, 2015)
Peace Psychology – Canadian Mennonite University, Winnipeg, Canada (June 22-26, 2015)
2015 The Hague Symposium on Post-Conflict Transitions & International Justice – Clingendael Institute for International Relations, The Hague, Netherlands (July 4-25, 2015)
2015 Bologna, Italy Symposium on Conflict Prevention, Resolution, & Reconciliation – Johns Hopkins University SAIS Bologna Center, Bologna, Italy (June 27-July 25, 2015)
Please note that only newly submitted educational programs will contain a full description. All workshops/trainings that have been previously published in the newsletter will be listed by date with a link to follow for more information.
International Institute on Peace Education 2015. The University of Toledo – Toledo, Ohio USA (July 26 – August 2, 2015)
Certificate of Advanced Studies in Human Rights Education – University of Teacher Education Central Switzerland, Luzern, Switzerland (January-December 2014)
12th Class of the MA in Human Rights and Conflict Management – Scuola Superiore Sant’Anna, Pisa, Italy (Classes: January – July 2014 / Internship: August – November/December 2014/January/February 2015 / Final Dissertation presentation: Spring 2015)
International Workshop on Tolerance and Co-existence in Islam – International Studies Journal (ISJ) and United Nations Information Centre (UNIC) (November 20, 2014)
Training in Boal’s and Freire’s approaches with disadvantaged groups (Training under Erasmus plus) – Giolli Cooperativa Sociale, Casaltone, Italy (November 24-29, 2014)
USIP Online Course: Cultural Adaptability – United States Institute of Peace (USIP) (December 1-14, 2014)
Master of Arts in Human Rights Education, School of Education, University of San Francisco, CA, USA (starting in the 2014 Fall semester)
Master of Arts (level 2) in Peace Education – Department of Languages, Literature and Foreign Cultures, University of Roma Tre, Rome, italy (starting in the 2014 Fall semester) (in Italian)
USIP Online Course: Demystifying Monitoring and Evaluation for Peacebuilding Initiatives – United States Institute of Peace (USIP) (January 5 – February 1, 2015)
Call for the 10th Africa-Europe Training Course for Youth Organisations in Nairobi-Kenya (January 25-Feb 1, 2015)
Call for applications – 2015-2016 cycle of the Master of Advanced Studies in Children’s Rights (MCR) – University of Geneva and University Institute Kurt Bösch (IUKB), Sion, Switzerland (starting on February 2, 2015)
Learning a New Society – The School for Designing a Society – Urbana, IL (February 2-March 27, 2015)
USIP Online Course: Introduction to Negotiation and Conflict Management – United states Institute of Peace (USIP) (February 2 – March 1, 2015)
USIP Online Course: Global Religious Engagement – United states Institute of Peace (USIP) (March 2 – 29, 2015)
A People’s Curriculum for the Earth: Teaching Climate Change and the Environmental Crisis
New Berghof Handbook Article on Peace Education
9/11 and Collective Memory in US Classrooms: Teaching About Terror
Call for Papers – Special Issue of the Journal for Peace and Justice Studies on “Peace, Justice and Education”
Whirled Peas Podcast: The Dawson Centre for Peace Education
Please note that only new submitted job postings will contain a description. All jobs that have been previously published in the newsletter will be listed with a link for more information.
School Speaker: Campaign for Nuclear Disarmament (East Midlands, United Kingdom)
Two Full-time, Tenure-track Positions in Peace and Justice – University of San Diego Joan B. Kroc School of Peace Studies
Tenured Professor and Director in Negotiation, Conflict Resolution & Peacebuilding
Three Year Visiting Professorship in Peace, Justice, and Human Rights – Haverford College
ABOUT THE GLOBAL CAMPAIGN FOR PEACE EDUCATION
Founded in 1999, the Global Campaign for Peace Education (GCPE) is an internationally organized network that promotes peace education among schools, families and communities to transform the culture of violence into a culture of peace. The Global Campaign for Peace Education is coordinated by Tony Jenkins, Director of the Peace Education Initiative at The University of Toledo.
Peace education is a holistic, participatory learning process that includes teaching for and about human rights, nonviolent responses to conflict, social and economic justice, gender equity, environmental sustainability, international law, disarmament, traditional peace practices and human security. The methodology of peace education encourages reflection, critical thinking, cooperation, and responsible action. It promotes multiculturalism, and is based on values of dignity, equality and respect.Peace education is intended to prepare students for democratic participation in schools and society.
The Global Campaign for Peace Education has two major goals:
1. the integration of peace education into all curricula, community and family education worldwide to become a part of life; and
2. the education of all teachers in the content and methods of teaching the knowledge and skills of making and building peace.
Disclaimer:The views and opinions expressed in the articles contained in the newsletter are those of the authors and do not necessarily reflect or represent the official position of the Global Campaign for Peace Education.
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A NOTE FROM THE EDITORS
Each month the GCPE newsletter features articles highlighting perspectives on peace education research, practice, and policy from peace educators from around the world to provde readers with multiple perspectives on our wide and rapidly developing field. These perspectives do not necessarily reflect those of the GCPE. We encourage you, the readers, to critically engage with these perspectives as you reflect upon your own work and practice. We also invite you to contact us with your comments and for the possibility of contributing articles for future issues.
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